Ponaganset High School137 Anan Wade Rd, North Sictuate, Rhode Island, 028571Tyesha Williams
Introduction Ponaganset High School is apart of the Foster-Glocester school district, which is apart of the Providence county. Foster-Glocester is a regional school district for grades 6-12, the two schools in the district are Ponaganset Middle School and Ponaganset High School. Ponaganset High is known for its AP and honor courses as well as its agricultural and automotive specialty classes. Ponaganset is also know in Rhode Island as "No School Foster-Glocester" because there are so many school cancellations due to the towns elevation levels, they get much more snow than any other part of Rhode Island. Majority of the students are White at Ponaganset. Ponaganset does relatively well in high school compared to other Rhode Island school; they do well in NECAP and SAT testing and have a 93.2% graduation rate.PHS Mission: Ponaganset High School students will be reflective learners, critical thinkers, problem solvers, independent researchers, and effective communicators. Our students are taught to live a healthy lifestyle and to respect the dignity and rights of others so they can succeed at life, work, post-secondary pursuits and citizenship.
Community Background
Income Poverty
Scituate
Rhode Island
United States
Median Household Income
$82,140
$56,102
$53,046
Median Family Income
$90,982
$72,872
$64,585
Per Capita Income
$36,938
$30,005
$28,051
All Families below poverty level
3.3%
9.2%
10.9%
All people below the poverty level
3.4%
13.2%
14.9%
As you can see in the above chart, Scituate is a very wealthy area in Rhode Island and in the United States overall. Scituate, Rhode Island median household and family incomes are more well off than the average family or household in Rhode Island and the United States. Scituate's poverty level is also much lower than the Rhode Island and United States as a whole.
Race/Ethnicity
Scituate
Rhode Island
United States
White
97.8%
81.4%
73.4%
Black/African \American
0.4%
5.7%
12.6%
Asian
0.7%
2.9%
4.8%
Hispanic or Latino
1.2%
12.4%
16.3%
American Indian & Alaskan Native
0.2%
0.6%
0.9%
The above chart shows that Scituate is a predominantly White town, there is not much of any other race or ethnic background in the town of Scituate.
Census-Based Indicators
Scituate
Rhode Island
Child population
2,272
223,956
Children in Single-parent families
16%
18.4%
Children living in grandparent headed households
6%
6%
Children in families receiving cash assistance
1%
4%
School breakfast program participation
10%
39%
Scituate is child population is a small portion of Rhode Island's child population at only about 0.01%. Of the town's population there is 16% of single parent homes and only 1% receiving cash assistance.
Education
Scituate
Rhode ISland
Chronic early absense in grade K-3
7%
12%
Suspension rate per 100 students
3
23
High School graduation rate
88%
80%
Students who are english language learners
0%
7%
Chronic absence in high school rate
11%
24%
Liscenced in early learning centers participating in Bright Stars
100%
78%
Children enrolled in full day kindergarten
0%
70%
The high school graduation rate for the town of Scituate is slightly higher than Rhode Island's average falling at 88%. There are no children in Scituate that are enrolled in full time Kindergarten, however 100% of children in Scituate are liscenced in early learning centers that participate in Bright Stars.
Safety
Scituate
Rhode Island
Child abuse and neglect rate per 1,000 children
4.4%
14%
rate of children with incarsurated parents
4.8%
11.2%
Domestic violence incidents with children present
n/a
n/a
District Summary
I compared the Foster-Glocester school district to Barrington (a well off district in RI) and to Central Falls (a not so great district in RI)
NECAP Assessments
Necap Assessments
Rhode Island
Foster-Glocester
Barrington
Central Falls
8th grade math
57%
74%
90%
15%
8th grade reading
74%
87%
94%
39%
8th grade writing
56%
74%
79%
13%
8th grade science
30%
28%
71%
8%
11th grade math
35%
52%
79%
12%
11th grade reading
81%
90%
97%
53%
11th grade writing
66%
71%
81%
35%
11th grade science
30%
36%
58%
8%
The Foster-Glocester district outperforms the Central Falls district as well as the state of Rhode Island in NECAP testing (except RI 8th science is slightly higher than The Foster-Glocester district). The Foster-Glocester district averages do however fall lower than all of Barrington's averages.
SAT Exams
Rhode Island
Ponaganset High School
Barrington High School
Centrall Falls School
Mathematics Average
479
500
591
410
Reading Average
478
512
582
390
Writing Average
473
501
570
375
As well as the NECAP exams. Ponaganset performs better than Central Falls and the stae of Rhode Island in the SAT exams, but still continues to fall behind Barrington.
AP Exams
Rhode Island
Ponaganset High School
Barrington High School
Central Falls School
Number of Exams Taken
6,717
143
526
96
Number of Students to take exam
4,150
90
283
74
Exams scored at college-level mastery
3,674
78
465
23
% Scored at college-level mastery
55%
55%
88%
24%
School analysis
Student Characteristics
Student Characteristics
Rhode Island
Ponaganset High School
Barrington High School
Central Falls School
Student eligibility for subsidized lunch
47%
17%
6%
72%
Students receiving ESL/Bilingual education services
6%
0%
<1%
6%
Students receiving special education services
15%
9%
11%
40%
Attendance
Rhode Island
Ponaganset
Barrington
Central Falls
High School attendance rate
92%
97%
95%
88%
High school chronic absenteeism
24%
4%
7%
40%
Ponaganset High has the high percentage of high school attendance and the lowest rate of high school chronic absenteeism compared to the state's average, as well as Central Falls and Barrington.
Four Year Graduation Rate (students entering grade 9 in 2009-10)
Rhode Island
Ponaganset High School
Barrington High School
Central Falls School
Percent Graduated within 4 years
79.7%
93.2%
95.6%
73.8%
Percent dropped out
9.1%
4.2%
1.2%
14.8%
Percent received GED
2.9%
2.1%
0.4%
1.9%
Percent still in School
8.3%
0.5%
2.8%
9.5%
Ponaganset and Barrington high schools have very close percentages in the amount of students who graduate in four years, almost at 100% and being higher than the state's percentage and Central Falls.
Student Indicators
Rhode Island
Ponaganset High School
Barrington High School
Central Falls School
Stability Index High Schools
86%
94%
97%
76%
Mobility Index High Schools
15%
6%
3%
26%
Qualifications and Teacher-Student Ratio
Rhode Island
Ponaganset
Barrington
Central Falls
Teachers with emergency certification
1%
0%
0%
1%
Teacher-Student ratio (all teachers)
1:14
1:11
1:11
1:11
Conclusion As seen in the above report, Ponaganset High School is a slightly above the Rhode Island average in academic performances. Students at Ponganset do very well in standardized testing compared to the Rhode Island average. There is not much diversity in Ponaganset High the school is predominantly white with a very small amount of students that come from an ethnic background. Ponaganset High also has a very low rate of absenteeism, that is probably due to the fact that they they already have a lot of school cancellations. The average family in Scituate is making more money than the average family in Rhode Island and in the United States. I think that plays a roll in the success of the students at Ponaganset High because the town is fairly wealthy so the school is able to afford up to date equipment and provide the students with healthier, happier and safer learning environment. The findings in my report are important because they show how much community influences the schools in the districts. Central Falls district does very bad compared to the Foster-Glocester. The Central Falls community is very diverse and children there are more often to come from families from single parent households, subsidized housing and families receiving cash assistance, where as in Scituate the community is quite the opposite. The children that attend Ponaganset High school are very fortunate because they are getting the most of their education and doing very well in AP and honor courses, however they are tremendously lacking in the diversity area of education because there isn't much diversity in their school.
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
Read author's report.
Carefully evaluate report by assigning a score for each criterion
provide constructive comments that will help the strengthen the author's report for each category.
Create a link to your evaluation at the end of the report.
RUBRIC
Name: Score:
Introduction: _4/5 points
5: Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4: Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3: Intro names the school/district/community but not much else.
2: Intro fails to name the school, district, and/or community.
0: No introduction section is apparent.
Comments on report's introduction:
Organization: _4/5 points
5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References.
4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence.
3: Report is missing one section.
2: Report is not divided into sections but contains some information on each.
1: Report is missing two or more sections.
Comments on report's organization:
Mechanics: _0/5 points
5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report.
There are few typos or errors in spelling, grammar, or syntax.
4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning.
3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning.
2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning.
0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.
Comments on report’s mechanics/conventions:
Creativity: 3_/5
5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report.
4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report.
3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.
Comments on report's creativity:
Conclusion: _0/5
5: Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4: Conclusion reviews analysis of school, district and community
3: Conclusion does not report back to report's findings.
1: Conclusion simply praises or condemns the school.
0: No conclusion.
Comments on report's conclusion:
Data/Analysis: 10_/10
5: Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average).
4: Report includes at least eight different facts in each section and compares most figures with relevant figures.
3: Report includes at least six different facts in each section and compares some of the figures to other relevant figures.
2: Report includes at least four different facts in each section and compares some of the figures to other relevant figures.
0: Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.
Name:Sam Gunson (editor) Score: 23/35
Introduction: _3/5 points
5: Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4: Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3: Intro names the school/district/community but not much else.
2: Intro fails to name the school, district, and/or community.
0: No introduction section is apparent.
Comments on report's introduction:
Organization: _5/5 points
5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References.
4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence.
3: Report is missing one section.
2: Report is not divided into sections but contains some information on each.
1: Report is missing two or more sections.
Comments on report's organization:
Mechanics: _0/5 points
5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report.
There are few typos or errors in spelling, grammar, or syntax.
4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning.
3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning.
2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning.
0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.
Comments on report’s mechanics/conventions:
Creativity: _4/5
5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report.
4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report.
3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.
Comments on report's creativity:
Conclusion: _0/5
5: Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4: Conclusion reviews analysis of school, district and community
3: Conclusion does not report back to report's findings.
1: Conclusion simply praises or condemns the school.
0: No conclusion.
Comments on report's conclusion:
Data/Analysis: _10/10
5: Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average).
4: Report includes at least eight different facts in each section and compares most figures with relevant figures.
3: Report includes at least six different facts in each section and compares some of the figures to other relevant figures.
2: Report includes at least four different facts in each section and compares some of the figures to other relevant figures.
0: Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.
Comments on data/analysis/General comments:
Name: Prisca Yangambi Score: 22/35
Introduction: 2/5 points
5: Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4: Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3: Intro names the school/district/community but not much else.
2: Intro fails to name the school, district, and/or community.
0: No introduction section is apparent.
Comments on report's introduction:
Needs more information
Organization: 5/5 points
5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References.
4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence.
3: Report is missing one section.
2: Report is not divided into sections but contains some information on each.
1: Report is missing two or more sections.
Comments on report's organization:
Mechanics: 0/5 points
5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report.
There are few typos or errors in spelling, grammar, or syntax.
4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning.
3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning.
2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning.
0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.
Comments on report’s mechanics/conventions:
Creativity: 5/5
5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report.
4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report.
3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.
Comments on report's creativity:
Conclusion: 0/5
5: Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4: Conclusion reviews analysis of school, district and community
3: Conclusion does not report back to report's findings.
1: Conclusion simply praises or condemns the school.
0: No conclusion.
Comments on report's conclusion:
Data/Analysis: 10/10
5: Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average).
4: Report includes at least eight different facts in each section and compares most figures with relevant figures.
3: Report includes at least six different facts in each section and compares some of the figures to other relevant figures.
2: Report includes at least four different facts in each section and compares some of the figures to other relevant figures.
0: Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.
Introduction
Ponaganset High School is apart of the Foster-Glocester school district, which is apart of the Providence county. Foster-Glocester is a regional school district for grades 6-12, the two schools in the district are Ponaganset Middle School and Ponaganset High School. Ponaganset High is known for its AP and honor courses as well as its agricultural and automotive specialty classes. Ponaganset is also know in Rhode Island as "No School Foster-Glocester" because there are so many school cancellations due to the towns elevation levels, they get much more snow than any other part of Rhode Island. Majority of the students are White at Ponaganset. Ponaganset does relatively well in high school compared to other Rhode Island school; they do well in NECAP and SAT testing and have a 93.2% graduation rate.PHS Mission: Ponaganset High School students will be reflective learners, critical thinkers, problem solvers, independent researchers, and effective communicators. Our students are taught to live a healthy lifestyle and to respect the dignity and rights of others so they can succeed at life, work, post-secondary pursuits and citizenship.
Community BackgroundIncome Poverty
Income
Income
poverty level
the poverty level
As you can see in the above chart, Scituate is a very wealthy area in Rhode Island and in the United States overall. Scituate, Rhode Island median household and family incomes are more well off than the average family or household in Rhode Island and the United States. Scituate's poverty level is also much lower than the Rhode Island and United States as a whole.
Race/Ethnicity
& Alaskan Native
The above chart shows that Scituate is a predominantly White town, there is not much of any other race or ethnic background in the town of Scituate.
Census-Based Indicators
families
grandparent headed
households
receiving cash assistance
program participation
Scituate is child population is a small portion of Rhode Island's child population at only about 0.01%. Of the town's population there is 16% of single parent homes and only 1% receiving cash assistance.
Education
in grade K-3
per 100 students
graduation rate
english language learners
high school rate
centers participating in
Bright Stars
kindergarten
The high school graduation rate for the town of Scituate is slightly higher than Rhode Island's average falling at 88%. There are no children in Scituate that are enrolled in full time Kindergarten, however 100% of children in Scituate are liscenced in early learning centers that participate in Bright Stars.
Safety
District Summary
I compared the Foster-Glocester school district to Barrington (a well off district in RI) and to Central Falls (a not so great district in RI)
NECAP Assessments
The Foster-Glocester district outperforms the Central Falls district as well as the state of Rhode Island in NECAP testing (except RI 8th science is slightly higher than The Foster-Glocester district). The Foster-Glocester district averages do however fall lower than all of Barrington's averages.
SAT Exams
As well as the NECAP exams. Ponaganset performs better than Central Falls and the stae of Rhode Island in the SAT exams, but still continues to fall behind Barrington.
AP Exams
School analysis
Student Characteristics
Attendance
Four Year Graduation Rate (students entering grade 9 in 2009-10)
Student Indicators
Qualifications and Teacher-Student Ratio
Conclusion
As seen in the above report, Ponaganset High School is a slightly above the Rhode Island average in academic performances. Students at Ponganset do very well in standardized testing compared to the Rhode Island average. There is not much diversity in Ponaganset High the school is predominantly white with a very small amount of students that come from an ethnic background. Ponaganset High also has a very low rate of absenteeism, that is probably due to the fact that they they already have a lot of school cancellations. The average family in Scituate is making more money than the average family in Rhode Island and in the United States. I think that plays a roll in the success of the students at Ponaganset High because the town is fairly wealthy so the school is able to afford up to date equipment and provide the students with healthier, happier and safer learning environment. The findings in my report are important because they show how much community influences the schools in the districts. Central Falls district does very bad compared to the Foster-Glocester. The Central Falls community is very diverse and children there are more often to come from families from single parent households, subsidized housing and families receiving cash assistance, where as in Scituate the community is quite the opposite. The children that attend Ponaganset High school are very fortunate because they are getting the most of their education and doing very well in AP and honor courses, however they are tremendously lacking in the diversity area of education because there isn't much diversity in their school.
References
RI Kids Count. (2010-2013). Retrieved from http://www.rikidscount.org/matriarch/documents/Ind5.pdf
United States Census Bureau. (2010). Retrieved from http://www.census.gov/
Foster Glocester Regional. Retrieved from http://www.fg.k12.ri.us/
Author: (Person who wrote report.)
Editor: (Taylor Borruso.)
Total Score for this Evaluation: _21 /35 pts
The purpose of the context statement in EDC 102 is to provide each student with an opportunity to demonstrate his or her ability to research a school, its district, and its community in order to better understand its strengths and challenges. Each report should describe their school based solely on evidence that they cite in their Reference section.
As a peer editor, your tasks are:
RUBRIC
Name: Score:
Introduction: _4/5 points
5: Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4: Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3: Intro names the school/district/community but not much else.
2: Intro fails to name the school, district, and/or community.
0: No introduction section is apparent.
Comments on report's introduction:
Organization: _4/5 points
5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References.
4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence.
3: Report is missing one section.
2: Report is not divided into sections but contains some information on each.
1: Report is missing two or more sections.
Comments on report's organization:
Mechanics: _0/5 points
5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report.
There are few typos or errors in spelling, grammar, or syntax.
4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning.
3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning.
2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning.
0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.
Comments on report’s mechanics/conventions:
Creativity: 3_/5
5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report.
4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report.
3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.
Comments on report's creativity:
Conclusion: _0/5
5: Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4: Conclusion reviews analysis of school, district and community
3: Conclusion does not report back to report's findings.
1: Conclusion simply praises or condemns the school.
0: No conclusion.
Comments on report's conclusion:
Data/Analysis: 10_/10
5: Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average).
4: Report includes at least eight different facts in each section and compares most figures with relevant figures.
3: Report includes at least six different facts in each section and compares some of the figures to other relevant figures.
2: Report includes at least four different facts in each section and compares some of the figures to other relevant figures.
0: Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.
Name:Sam Gunson (editor) Score: 23/35
Introduction: _3/5 points
5: Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4: Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3: Intro names the school/district/community but not much else.
2: Intro fails to name the school, district, and/or community.
0: No introduction section is apparent.
Comments on report's introduction:
Organization: _5/5 points
5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References.
4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence.
3: Report is missing one section.
2: Report is not divided into sections but contains some information on each.
1: Report is missing two or more sections.
Comments on report's organization:
Mechanics: _0/5 points
5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report.
There are few typos or errors in spelling, grammar, or syntax.
4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning.
3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning.
2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning.
0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.
Comments on report’s mechanics/conventions:
Creativity: _4/5
5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report.
4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report.
3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.
Comments on report's creativity:
Conclusion: _0/5
5: Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4: Conclusion reviews analysis of school, district and community
3: Conclusion does not report back to report's findings.
1: Conclusion simply praises or condemns the school.
0: No conclusion.
Comments on report's conclusion:
Data/Analysis: _10/10
5: Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average).
4: Report includes at least eight different facts in each section and compares most figures with relevant figures.
3: Report includes at least six different facts in each section and compares some of the figures to other relevant figures.
2: Report includes at least four different facts in each section and compares some of the figures to other relevant figures.
0: Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.
Comments on data/analysis/General comments:
Name: Prisca Yangambi Score: 22/35
Introduction: 2/5 points
5: Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4: Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3: Intro names the school/district/community but not much else.
2: Intro fails to name the school, district, and/or community.
0: No introduction section is apparent.
Comments on report's introduction:
Needs more information
Organization: 5/5 points
5: Report includes the following sections: Introduction, Community, District, School, Conclusion, References.
4: Report includes all sections but does not break information into paragraphs, has few transitions, or is otherwise lacking in coherence.
3: Report is missing one section.
2: Report is not divided into sections but contains some information on each.
1: Report is missing two or more sections.
Comments on report's organization:
Mechanics: 0/5 points
5. All information is cited using APA in-text citations. A properly formatted References section appears at the end of the report.
There are few typos or errors in spelling, grammar, or syntax.
4: Most information is cited and referenced using APA format. There are some errors in spelling, grammar, or syntax but they do not interfere with meaning.
3: Some information is not cited or referenced. APA format not followed or followed incorrectly. There are some errors in spelling, grammar, or syntax that interfere with meaning.
2: Most of the information is not cited. APA formatting is negligible or nonexistent. Multiple errors in spelling, grammar, or syntax interfere with meaning.
0: No citations. No references. Myriad errors in spelling, grammar, or syntax make the report a chore to read.
Comments on report’s mechanics/conventions:
Creativity: 5/5
5. Report is engaging and colorful. Charts, graphs, and images add professionalism and interest and are well integrated into the report.
4: Report contains some interesting sections. Charts, graphs and images are relevant and add interest to the report.
3: Report appears dull. Information is reported in a disengaged manner. Charts, graphs, and images add little to the report.
Comments on report's creativity:
Conclusion: 0/5
5: Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4: Conclusion reviews analysis of school, district and community
3: Conclusion does not report back to report's findings.
1: Conclusion simply praises or condemns the school.
0: No conclusion.
Comments on report's conclusion:
Data/Analysis: 10/10
5: Report includes at least ten different facts in each section (school, community, district) and compares each figure with another relevant figure (e.g. state or national average).
4: Report includes at least eight different facts in each section and compares most figures with relevant figures.
3: Report includes at least six different facts in each section and compares some of the figures to other relevant figures.
2: Report includes at least four different facts in each section and compares some of the figures to other relevant figures.
0: Report includes less than four different facts for any section or fails to compare any figures with other relevant figures.